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研究生:阮國洲
研究生(外文):Guo-zhou Ruan
論文名稱:以心率變異評估『可程式控制-電腦輔助教學系統』對學生反應之研究
論文名稱(外文):The research to the student response by the Heart Rate Variation evaluation for the Programmable Logical Controller Computer Assisted Instruction system
指導教授:楊明興楊明興引用關係
指導教授(外文):Ming-Shing Young
學位類別:碩士
校院名稱:國立成功大學
系所名稱:電機工程學系碩博士班
學門:工程學門
學類:電資工程學類
論文種類:學術論文
論文出版年:2008
畢業學年度:96
語文別:中文
論文頁數:94
中文關鍵詞:技能學習心率變異精神壓力心跳速率
外文關鍵詞:Heart Rate Variability(HRV)mental stressskill studyHeart Rate(HR)
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  在電機教學的領域中,教師除了教授電機相關課程外,也必須配合實務電機實驗,讓學生能夠從「可程式控制實習」到操作的過程中,獲得知識經驗並能驗證理論的正確性。但電機實驗設備昂貴、操作危險高且故障維修困難,加上學生人數眾多,教師無法充分掌握到每一個學生,而降低了學生的學習興趣。因此本研究設計一套具有真實性、互動性及智慧性的「可程式控制-電腦輔助教學系統」,提供一個更完善、更多層次的學習環境,適時地提供輔助教師對學生在實驗過程中的隨時監控及引導、示範,且讓學生能在課後利用電腦輔助教學系統,進行練習,在沒有心理壓力的環境下,達到技能學習的目的。
  由於心率變異度(HRV)與精神壓力有著密切的關係,而學生在課程學習完成後的測驗時之精神壓力大小又與學習成效有關,因此本研究以HRV為工具來評估不同教學方式下,學生的學習成效,作為教師改善課程內容或教學方式的客觀依據。
經心電訊號量測與實習成績評量的結果顯示︰
(1)當受測者進行「傳統板書教學」測驗時,心跳速率(HR)為 83.84 bpm;當受測者進行「電腦輔助教學」測驗時,心跳速率(HR)降為71.46 bpm,故學生對於「傳統板書教學」的精神壓力所造成的緊張感,反映在心跳變化相當顯著。
(2)當受測者進行「傳統板書教學」測驗時,心電訊號低高頻比(LF/HF)為1.86;當受測者進行「電腦輔助教學」測驗時,心電訊號低高頻比(LF/HF)降為1.41,可知受測者交感神經的活性減少,精神較為放鬆。
(3)當學生進行「電腦輔助教學」的評量成績為69.47分,明顯優於「傳統板書教學」的56.58分,則透過「電腦輔助教學」的應用可以生動活潑地模擬各種實作過程,具體地呈現繁瑣過程以提升學生的學習效果。
In the field of electrical engineering teaching, teachers not only deliver electrical engineering related curriculum, but also assist students to acquire learned experience for proving the theory by practicing programmable logical controller. However, the traditional teaching has the following drawbacks : expensive experimental facilities, high risk of performing experiments, the difficulty of facility repair and maintenance, teachers’ failure to supervise each one among large numbers of students and students’ low interest in learning. To improve that, we design an authentic, interactive, intellectual computer assisted instruction system of programmable logical controller to offer an elaborate and multi-leveled learning environment, to assist teachers monitor, instruct and demonstrate at all time, and to provide students with stress-free at-home practice.
Due to the heart rate variability(HRV) has close relationship with the mental stress and the mental stress during the test after learning has close relationship with the learning effect inadvance, this study uses HRV as a tool for evaluating the student’s learning effect. The results can be adopted as objective reference for improving the curriculum content or teaching manner.
The result of attentive electrical signal measurement and the practice quantity comments to demonstrate (1) when enters measuring the traditional blackboard writing teaching the examination, the Heart Rate(HR) is 83.84 bpm; When enters measuring the computer assistance teaching the examination, the Heart Rate(HR) reduces to 71.46 bpm, therefore students regarding the spirit pressure of traditional blackboard writing teaching create the tense feeling , reflect quite obvious in the heart rate change. (2) when enters measuring the traditional blackboard writing teaching the examination, the heart electrical signal Low High Frequency Ratio (LF/HF) is 1.86; When enters measuring the computer assistance teaching the examination, the heart7 electrical signal Low High Frequency Ratio (LF/HF) reduces to 1.41, so the active reduced which the cross coupling of enters measuring, the spirit relaxes. (3) when the comments quantity of students measuring the computer assistance teaching is 69.47, obviously surpasses the traditional blackboard writing teaching 56.58 , then penetrates the computer assistance teaching the application may spiritedly simulate each kind process of reality, specifically presents the tedious process to promote student's studying effect.
摘要    I
Abstract    III
誌謝 V
目錄 VI
表目錄 VIII
圖目錄 IX
第一章 緒論
1-1 前言 ………………………………………………………………1
1-2 研究動機 …………………………………………………………4
1-3 研究目的 …………………………………………………………7
第二章 研究背景與基本原理
2-1 心電圖原理 ………………………………………………………10
2-2 心率變異度的定義 ………………………………………………13
2-3 心率變異的分析方法 ……………………………………………14
2-4 電腦多媒體 ………………………………………………………19
2-5 電腦輔助教學 ……………………………………………………19
第三章 系統設計
3-1 系統原理 …………………………………………………………21
3-2 心率變異量測系統設計 …………………………………………34
3-3 電腦輔助教學之系統設計 ………………………………………43
第四章 實驗測試與結果
4-1 實驗設計 …………………………………………………………52
4-2 系統測試 …………………………………………………………54
4-3 實驗結果 …………………………………………………………57
第五章 討論
5-1 可程式控制-電腦輔助教學系統…………………………………64
5-2 精神壓力的影響 …………………………………………………64
第六章 結論與展望
6-1 結論 ………………………………………………………………65
6-2 展望 ………………………………………………………………66
參考文獻 ………………………………………………………………67
附錄A 系統電路 ………………………………………………………71
附錄B 系統程式 ………………………………………………………72
附錄C 電腦輔助教學系統之課程設計 ………………………………74
自述 ……………………………………………………………………94
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